115 How does Model Identity Influence Observational Learning in Information Technology? Insights from Older Adults. (20th December 2019)

• Record Type: Journal Article
• Authors: Ma, Qi; Teh, Pei-Lee; Chan, Alan H S
• Is Part Of: Age and ageing. Volume 48(2019)Supplement 4
• Page Start: iv28
• Page End: iv33
• Publication Date: 2019-12-20
• Subjects: Observational Learning -- Older Adults -- Social Cognitive Theory -- Technology; Aging -- Periodicals; Geriatrics -- Periodicals; 618.97
• DOI: 10.1093/ageing/afz164.115
• Languages: English
• ISSNs: 0002-0729

Abstract

Abstract: Introduction: Older people are known as digital immigrants who are not born in the digital age and face many difficulties to effectively use information technology (IT). Therefore, the role of behavioral intervention such as observational learning becomes increasingly salient to assist older people to learn IT skills for better technology adoption. This study aimed to investigate the effectiveness of observational learning through behavior modeling in enhancing older adults' IT acceptance. It is also expected that model identity from generational perspective (i.e., child, young, peer) would moderate the observational learning outcomes. Method: Drawing from the social cognitive theory, observational learning experiment was conducted using a between-group design, wherein 59 community-dwelling Chinese older adults from Hong Kong completed all tasks. Three learning groups with different behavior models were set, viz, a child model group (21 older learners), a young model group (19 older learners), and a peer model group (19 older learners). Training outcomes were measured through objective quiz and subjective questionnaire. The pre and post learning differences, between group differences, and the effects of learning outcomes on usage intention were analyzed using paired t-test, ANOVA test, and multiple linear regression, respectively. Results: This study affirmed the effectiveness of observational learning in improving older adults' technology knowledge, self-efficacy, outcome expectations, and sense of social connectedness of using IT (all with p < 0.01). From generational perspectives, peer model is more influential than young or child model in increasing older adults' self-efficacy (F = 3.878; p < 0.05) and willingness regarding using IT (F = 6.031; p < 0.01). Conclusion: Results of this study contribute to the innovation of behavior intervention techniques for older adults to enhance their IT adoption. From the practical aspect, the results offer fresh insights for practitioners and trainers who design and deliver technology training programs for older adults.